Title: My First Job Collaborators: Mandy Taylor Grade level: middle school (6-9) Recommended Time Frame: 2 - 3 weeks (10-20 contact hours) Content areas:
This project is intended to have students examine what qualities the ideal student possesses, explore basic banking concepts, and to work together to design an effective classroom economy system to use in our classroom. Another purpose is to get to students to understand that being a student is their \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\"job\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\", and they should work hard and take pride in their work.
Indiana Math Standards:
-Understanding concepts of negative numbers through owing money- 6.1.1
-Adding and subtracting + and - numbers- 6.2.1
-Adding and subtracting with money in decimal notation- 6.5.10
-Organize and display single-variable data- 6.6.1
-Make and justify mathematical conjectures based on a general description of a mathematical question or problem- 6.7.2
21st Century Skills
-Collaboration
-Presentation
Craft the Driving Question:
What qualities make up the ideal student, and how can we design a classroom economy system that assesses those qualities?
Plan the Assessment:
Early in the project:
-Groups will submit a list of qualities that make the ideal student from responses received from student, teacher, and principal interviews.
-Groups will graph responses using graphing website.
-Students will analyze data in graphs.
During the project:
-Groups will examine different types of classroom economy systems on the internet.
-Students will participate in learning the basics in banking from the Wells Fargo online site www.handsonbanking.org.
-Students will complete activities and quizzes from banking program.
End of project:
-Groups will plan and submit a classroom economy system proposal which includes ways to earn and lose money and ways they can spend their incomes, as well as an income/withdrawal sheet. These must align with the qualities of an ideal student that the students decided were the most important.
-Groups will decide on a minimum amount of money each student should have at the end of each grading period to be called an ideal student.
-Students will reflect on how well they did as the ideal student at the end of each grading period according to how much money they earned.
Map the Project:
1. Review different types of graphs (worksheets) and practice using the graphing website.
2. Discuss using internet search engines and discuss possible ways to search for examples of classroom economy systems.
3. Teach/reteach adding and subtracting whole numbers and decimals without using a calculator (worksheet to assess).
4. Partipate in the Hands-On Banking program which includes activities and an assessment.
5. Give students rubric for economy system and explain roles of each group member.
Manage the Process:
Because I teach students with learning disabilities and mild mental disabilities, I will have to give more explanation, structure and direction in almost every part of the project.
At the end of the project, students will write reflections answering the following questions:
What did you like/dilike about the project?
What would you like to see changed?
How well do you think you worked with your group?
At the end of each grading period, students will reflect on whether or not their made their goal amount and why or why they did not reach the goal amount.
My First Job
Project Details
Title: My First JobCollaborators: Mandy Taylor
Grade level: middle school (6-9)
Recommended Time Frame: 2 - 3 weeks (10-20 contact hours)
Content areas:
- mathematics
Keywords:economy system employee employer
Web Resources
www.handsonbanking.orgOn-line banking program for kids.
Begin with the End in Mind:
This project is intended to have students examine what qualities the ideal student possesses, explore basic banking concepts, and to work together to design an effective classroom economy system to use in our classroom. Another purpose is to get to students to understand that being a student is their \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\"job\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\", and they should work hard and take pride in their work.Indiana Math Standards:
-Understanding concepts of negative numbers through owing money- 6.1.1
-Adding and subtracting + and - numbers- 6.2.1
-Adding and subtracting with money in decimal notation- 6.5.10
-Organize and display single-variable data- 6.6.1
-Make and justify mathematical conjectures based on a general description of a mathematical question or problem- 6.7.2
21st Century Skills
-Collaboration
-Presentation
Craft the Driving Question:
What qualities make up the ideal student, and how can we design a classroom economy system that assesses those qualities?Plan the Assessment:
Early in the project:-Groups will submit a list of qualities that make the ideal student from responses received from student, teacher, and principal interviews.
-Groups will graph responses using graphing website.
-Students will analyze data in graphs.
During the project:
-Groups will examine different types of classroom economy systems on the internet.
-Students will participate in learning the basics in banking from the Wells Fargo online site www.handsonbanking.org.
-Students will complete activities and quizzes from banking program.
End of project:
-Groups will plan and submit a classroom economy system proposal which includes ways to earn and lose money and ways they can spend their incomes, as well as an income/withdrawal sheet. These must align with the qualities of an ideal student that the students decided were the most important.
-Groups will decide on a minimum amount of money each student should have at the end of each grading period to be called an ideal student.
-Students will reflect on how well they did as the ideal student at the end of each grading period according to how much money they earned.
Map the Project:
1. Review different types of graphs (worksheets) and practice using the graphing website.2. Discuss using internet search engines and discuss possible ways to search for examples of classroom economy systems.
3. Teach/reteach adding and subtracting whole numbers and decimals without using a calculator (worksheet to assess).
4. Partipate in the Hands-On Banking program which includes activities and an assessment.
5. Give students rubric for economy system and explain roles of each group member.
Manage the Process:
Because I teach students with learning disabilities and mild mental disabilities, I will have to give more explanation, structure and direction in almost every part of the project.At the end of the project, students will write reflections answering the following questions:
What did you like/dilike about the project?
What would you like to see changed?
How well do you think you worked with your group?
At the end of each grading period, students will reflect on whether or not their made their goal amount and why or why they did not reach the goal amount.